UK Infants Teachers Manual Sample

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T E A C H E R ’ S M A N U A L

connectInfants A

T e a c h e r ' s m a n u a l

a christian education curriculum for children aged 5 to 7 years

Connect UK-INF.indb 1 8/06/11 4:10 PM

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For the teacherWhat you will fi nd in each lesson 4Music and drama CDs and CD-ROM 6Curriculum stance 7Five circles of learning 8Connect icons 9

TERM 1 Introduction – Knowing God our creator 10Lesson 1 Knowing God Psalm 103 12Lesson 2 God's good creation Genesis 1:1–19 20Lesson 3 God's plan for creation Genesis 1:20–2:4a 32 Lesson 4 Celebrating God's good creation Psalm 8 40Lesson 5 Ignoring our creator Genesis 3 48Lesson 6 Life away from the garden Genesis 4 58Lesson 7 Noah: God's promise to save Genesis 6–8 64Lesson 8 Zacchaeus: Seeking the lost Luke 19:1–10 76Lesson 9 Saving the lost Luke 22–23 84Lesson 10 Living proof! Luke 24:13–53 96

TERM 2 Introduction – Trusting God 102Lesson 1 Trusting God Genesis 12:3b 104Lesson 2 Gideon Judges 6–7 112Lesson 3 Ruth and Naomi Ruth 1–2 120Lesson 4 Ruth and Boaz Ruth 3–4 128Lesson 5 Elisha 2 Kings 4:1–7 136Lesson 6 Jonah Jonah 1–4 144Lesson 7 Isaiah Isaiah 55 150Lesson 8 Josiah 2 Kings 22–23:30 162Lesson 9 Esther Esther 170

TERM 3 Introduction – Having faith in God 184Lesson 1 Remember the Lord Acts 7 186Lesson 2 Jesus teaches about hearing God’s word Luke 8:4–15 198Lesson 3 Jesus teaches about real treasure Matthew 13:45–46 208 Lesson 4 Jesus teaches about the rich farmer Luke 12:16–20 220Lesson 5 Jesus teaches about loving God and one another Luke 10:25–37 228Lesson 6 Jesus teaches about the great party Luke 14:15–24 236Lesson 7 Lost and found Luke 15:11–32 246Lesson 8 The rich young man Luke 18:18–30 252Lesson 9 Jesus teaches about being really great Mark 10:35–37, 40–45 258Lesson 10 Jesus teaches that anyone can follow him Matthew 9:9–13 266

Teaching ideas Help with classroom management 276Helpful teaching techniques 278Teaching Memory verses 281Is your class different? 284Understanding the student: the learning theory undergirding Connect 286Using appropriate language in the RE class 288When a student wants to make a response 289Christian Education outcomes 290

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For information about what is included on your music and drama CDs and CD-ROM, refer to page 6.

Contents

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Lesson 6

In chapter 4, we see the immediate outworking of the curses described by God. Adam and Eve now struggled as they worked the earth; creation was in opposition to its rulers, producing thorns and thistles and making life hard. For Eve childbirth, a wonderful participation in the Creator’s gift of life, now brought suffering as she gave birth to her sons, Cain and Abel.

Cain and Abel were brothers, but there was no harmony between them. Although we are not told the precise problem, Cain’s relationship with God was also broken. While Abel offered God the best of his flock, Cain’s offering did not reflect the same attitude. His response to God’s acceptance of Abel’s offering similarly did not lead him closer to God. Like his parents, Cain ignored God’s warning. His anger toward God and his jealousy of his brother led him to murder, yet another example of how death reigned.

This is the world we now live in. We still have many blessings from God, but they are marred by sin. We work hard to gain our food and shelter, but are not satisfied. Our family relationships are flawed by rivalry and opposition, and the very people we love most are the ones we damage most.

Genesis 4 describes the paradox of being human: immensely gifted to be able to work and craft the resources of the world, to farm and raise food, to multiply and build cities, to make music and beauty. Humans have a great capacity for technology to make life easier, and art to make it a joy. At the same time, we are cursed by disharmony, hatred and violence, and life is always a struggle, leading only to death.

What can rescue us from this terrible situation? The rest of the Bible reveals God’s rescue plan, which he has effected through Jesus.

LESSON AIM ■ To help students to learn that, although God’s

people choose to live their own way, he never stops loving them.

LESSON OUTCOMESStudents will learn about:

■ how Adam and Eve’s choice spoilt their friendship with God and with each other

■ how God works out his plan for people to become his friends again.

Students will learn to: ■ differentiate between ‘God’s way’ and ‘our

own way’ ■ identify how they can try to live God’s way.

MEMORY VERSEYou know the Lord is God! He created us, and we belong to him. Psalm 100:3a (CEV)

» Bible backgroundGod’s word was proved true; when the humans ate the fruit of the tree of the knowledge of good and evil, they understood for themselves the impact of evil and were subject to death. Life is not something ‘inherent’ to us; it is a gift from God.

God’s holiness and justice required that rebellion be punished, and that the potential each human has to explore evil be limited in time. For this reason, access to the tree of life was now absolutely forbidden. Death is the opposite of God’s being. It denies life, relationship, love, creativity and joy.

Life away from the garden

Genesis 4

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or dowel as the post. You will be using this Visual aid over several weeks, so be sure to make it durable.

■ Teach the children some hand actions to use when you are using the sign. When you are showing GOD’S WAY, children should point both index fi ngers upwards and say, 'God’s way'. When you are showing OUR WAY, children make fi sts with their hands and point their thumbs towards their own chests and say ‘Our way’. The cues are marked in the Bible focus in this lesson with an arrow () for your convenience.

■ Take a minute to practise this, making a game of it and trying to catch the students out.

■ In Way in, a game of ‘This way, that way’ is suggested. Familiarise yourself with this game before the lesson.

■ Using student interaction whenever possible helps to keep them engaged and attentive throughout the entire lesson. Younger children respond fabulously if you give them a cue to watch or listen, especially if they must give a response.

■ Take time to read through the lessons thoroughly and think through how you can best present the lessons to your classes. Sometimes you will need to make slight changes for your particular situation.

» teacher’s prayerPray that God will guide you as you teach, and give you wisdom when talking with the students.

Pray that the students will understand God’s amazing love for them and that they will respond positively.

» You will need ✔ Two-sided GOD'S WAY/OUR WAY sign

made from the Visual aids on page 63 (see Before you start)

✔ A CEV Bible marked at Genesis 6:1a ✔ Activity books ✔ Term 1 Lesson 6 end play: track 13 on CEP

Infants CD (Disc 2) ✔ God’s great plan: track 3 on CEP Infants

CD (Disc 1) ✔ CD player ✔ Materials for Taking it further (optional) ✔ Posters of Adam and Eve in the Garden

of Eden, Cain and Abel at work, Adam, Eve, Cain, and Abel from the Coloured Visual aid pack

✔ The CD-ROM from this manual if you intend to use an interactive whiteboard to display the PowerPoints of either the lessons, song words, or prayers.

OTHER RESOURCESIf your lessons are longer than the standard, you may fi nd the following resources useful.

There is no need to introduce a new song each week in this section. You may choose to take the opportunity to sing favourite songs from previous weeks.

■ Love the Lord (hey hey) track 3 of Colin Buchanan’s Jesus rocks the world CD.

■ Come on and follow track 11 of The king, the snake and the promise CD.

BEFORE YOU START ■ If you intend to use an interactive whiteboard,

review the PowerPoint slide(s) for this lesson on the CD-ROM that comes with this manual.

■ Photocopy the GOD’S WAY/OUR WAY sign onto sturdy card. Then cut these out in the shape of a road sign and fi x them together to make a double-sided sign. Insert and fi x a ruler

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Show students how to ‘plant seeds’ and encourage them to mime this action.

Prickles and thorns grew and made farming even harder.

Adam and Eve said, ‘Just look at all these prickles and thorns!’ Prompt Adam and Eve to repeat this.

It was so hard for them working in the fields and their backs hurt from planting the seeds and pulling out the weeds. Adam and Eve mime having sore backs.

Adam said, ‘It wasn’t like this in the Garden of Eden.’ Adam repeats.

‘I know,’ said Eve. Eve repeats.

‘When we lived God’s way, we could just pick the fruit straight from the trees,' said Eve. Eve repeats.

Everything was good when Adam and Eve lived God’s way. Show GOD’S WAY sign. Prompt students to do the hand action and say 'God’s way'.

But they chose to live their own way. Flip sign to OUR WAY side. Prompt students to do the hand action and say 'Own way'.

*But God didn’t stop loving his people.

Each time you say the phrase, ‘But God didn’t stop loving his people’, say it with special emphasis. This phrase is marked with an asterisk (*). This is key to the entire unit and it is important that the students hear this clearly and explicitly.

Before long, Adam and Eve had a baby. Eve makes action like rocking a baby in her arms.

Adam was so delighted, and he said, ‘I’m a Daddy!’ Adam repeats.

‘Let’s call him Cain,' said Eve. Eve repeats.

Adam and Eve had another son.

Adam was delighted again, and he said, ‘I’m a Daddy again!’ Adam repeats.

‘Let’s call him Abel,’ said Eve. Eve repeats.

Thank the two students and ask them to return to their places.

Time passed and Cain and Abel grew up.

Abel grew into a strong man. He was a sheep farmer.

Cain was a strong man too. He was also a farmer and he worked hard digging the soil and growing crops to eat.

» Way in Play a game of ‘This way, that way’ for one or two minutes. In this game, students stand and jump forward when you say ‘this way’. They jump backwards when you say ‘that way’. The aim is to have the students quickly follow the directions which are randomly called out. Try to trick them by repeating the same instruction numerous times before changing direction or making the backwards and forwards actions with your arms, different to the spoken instructions.

Don’t make children sit down if they are out. Instead, they can assist by watching the others. If you are concerned that the jumping may be too unsettling, choose a different action, such as arms forward, arms to the side or thumbs pointing backwards over the shoulder, or similar.

It’s not always easy to go the right way, is it? Sometimes your brain tells you to go one way, but you end up going the other! Other times you end up following those around you, even though it might be the wrong way.

Display the Coloured poster of Adam and Eve in the Garden of Eden if you have it, or use the one provided in this manual on page 31, which was used in the last lesson.

Remember Adam and Eve? God had given them so many good things to enjoy, but they made a choice to live the wrong way.

» Bible focus Have ready the double-sided GOD'S WAY/OUR WAY sign made from the Visual aid on page 63.

Everything was different. Adam and Eve were no longer in the beautiful garden.

■ Why had they left the Garden of Eden? (Accept responses. Lead to the fact that they had not lived God’s way.)

Choose two volunteers to play Adam and Eve in the narrated drama.

Work wasn’t fun for Adam and Eve anymore. They had to dig the ground.

Students mime digging the ground and mopping their brow.

They had to plant seeds.


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We will fi nd out more about God’s plan in the next lesson.

» Connections We hear and see lots of things that tell us about how to live and what to do.

People will tell us we should do this and that, live this way, live that way. Some things may be helpful but others may not. Sometimes even our friends may want us to do things that would make God sad.

■ What does God say about how we should live?(Accept responses. He says to live his way.)

Living God’s way (show GOD’S WAY sign) is wise because he made us and knows what’s best for us.

Encourage the students to repeat the Memory verse with you

You know the Lord is God! He created us, and we belong to him. Psalm 100:3a (CEV)

■ How can you live God’s way at home?(Accept responses. Doing chores without complaining, speaking nicely to others and so on.)

■ How can you live God’s way at school?(Accept responses. Include others when you are playing, respect others and so on.)

Distribute the Activity books and direct the students to page 6.

You may need to work through the second puzzle with the students as a class group.

Play the Lesson 6 end play (track 13) on the CEP Infants CD (Disc 2). In this play, Joshua and Naomi revise the concepts taught in the lesson and show that God forgives his people.

» Concluding prayerThank you, God, that you love people so much and that you always had a plan for us to be able to live as your friends. Help us to always follow you. Amen.

Display the Coloured poster of Cain and Abel at work if you have it.

You will remember that Adam and Eve had chosen to live their own way. Show OUR WAY sign. They were often sad and argued with each other after they had disobeyed God.

Sadly, Abel and Cain were like their parents. Sometimes Abel and Cain would argue too.

*But God didn’t stop loving his people.

One day Cain was angry about things. He was angry at God and he was angry with his brother, Abel.

God knew this. He also knew that Cain was planning to hurt Abel.

■ Was Cain living God’s way (show GOD’S WAY sign), or his own way (fl ip to OUR WAY side)?

God loved Cain and wanted Cain to follow him and live his way (show GOD’S WAY side), not to do things his own way (fl ip the sign).

He even gave Cain a warning not to do the wrong thing. But Cain didn’t listen.

Cain hurt his brother so badly that Abel died. This made God very sad, because God wants people to care for each other.

Just as Adam and Eve had to leave the garden when they did things their own way, Cain had to leave home too. He had not listened to God and trusted him. He had chosen to live his own way. Show OUR WAY sign.

Cain no longer had a home. He lived his life going from place to place.

The years went by.

Adam and Eve had other children, who grew up and married and had children of their own.

Listen to what the Bible says about this.

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Read Genesis 6:1a from a CEV Bible. Read from ‘More and more’ through to ‘over the earth’.

■ How do you think people were living now? God’s way (show the GOD'S WAY sign), or their own way (fl ip the sign)?(Accept responses.)

People were still living their own way! Show OUR WAY sign.

*But, God didn’t stop loving his people.

God had a plan, and nothing could stop his plan.

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Space & Vision iconFLOw CHARTS

Ask students to draw a flow chart to show the story of Adam, Eve and their sons.

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BIBLE ExPLORATION

God loved his people and knew what was best for them.

He didn’t want Cain to live his own way and even warned him to help him to see that he was going to do the wrong thing.

God still loves his people today and wants us to live his way. When we live our own way and ignore God’s way, the Bible calls this ‘sin’.

When we live our own way, we can tell God about it and say that we are sorry.

■ What does this Bible verse say God does if we tell him we are sorry for not living his way?

Read 1 John 1:9 from a CEV Bible and discuss the verse with the students. They will need to know what ‘confess’ means.

» teacher reflections ■ Does the way you manage time in your lessons

need attention? ■ Are any students asking their own questions?

If not, perhaps you could give them an opportunity at the end of lessons to ask things they would like to know about.

» For next lesson ■ Dramas are recorded on the CD to play during

Bible focus. Listen to them before the lesson and make sure your CD player is in good working order.

» taking it further

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SINGING

God’s great plan (track 3): CEP Infants CD (Disc 1).

Supplementary songs are also suggested in Other resources at the start of the lesson.

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NEwSPAPER REPORT

Ask students to write, within a given word limit, a newspaper report about the story of Adam and Eve. They could include a ‘photo’ with a caption.

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REFLECTIONS

Ask the students to write a reflection about today’s lesson. Prompt them with the following questions:

• What new thing did I learn from today’s lesson?• Draw a face to show how you felt about

today’s lesson.• Is there something I need to change about

the way I act or behave?• What would I like to tell others?

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ROLE-PLAY

Invite a student to act as Abel. Ask them the following questions in an interview style.

• What is your name? (Abel.)• Who are your parents? (Adam and Eve.)• Why don’t your parents live in the

Garden of Eden? (They didn't trust God and disobeyed him. They live their own way.)

• What do you do to make your living? (I’m a sheep farmer.)

• What is your brother’s name? (Cain.)• If you could change something about

your life what would it be? (Accept responses.)

Now challenge the students to devise a similar set of questions they could ask one of the other people in the story, and perform similar role-plays. This is an excellent way of getting children to take another person’s perspective.



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UK Infants Teachers Manual Sample

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